1. Chapter 4
Developing the Individual Education
Program
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2.  Present level of Educational Achievement
 Goals
 Specific Educational Services
 Related Services
 Extent to which the students will not
participate in
Components regular education
of the IEP  Modifications/accommodations for
statewide testing
 Transition services
 Behavior management
 Dates of services
 Evaluation procedures
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3.  Include information from parents,
general physical educator, and adapted
physical educator
 Results of formal assessment
Present Level
of  Results of informal assessment
Educational  Strengths and weaknesses
Achievement  How the student’s disability impacts
his/her performance in the general
curriculum
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4.  Must be measurable
 Address needs resulting from disability
 Aligned with the general curriculum
Goals
 Include action, condition,
and criteria
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5.  Action
 What the student is doing….hop,
jump, throw, run, slide
 Condition
Action,  How the student performs the skill…
Condition, with eyes closed, with arms out,
backwards
Criteria
 Criteria
 At what level….3/5 trials, for 10
seconds, 10 repetitions
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6. Sample
Measurable
Goals
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7.  Beginning and ending of services (dates)
 Duration of services
 Number of minutes
 Implications for APE….adapted
physical education should be
provided MINIMALLY the same
Specific amount as general physical
Educational education is provided for students
Services without disabilities, unless the IEP
team determines otherwise
 Location of services
 Important to identify for APE, as
there are often space/location
difficulties for APE. Options should
be explored prior to the IEP meeting
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8.  Why is adapted physical education not a
related service?
 Examples of related services include:
 Occupational therapy
 Physical therapy
 Speech and Language therapy
Related  Counseling
Services  Psychological services
 Recreation therapy
 Assistive technology
 Social worker
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9.  Special educators
 Hospital/homebound instructors
 Instructors in institutions
Direct Service  Adapted physical educators
Providers
 General physical educators
 Vision specialists
 Orientation and mobility specialists
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10.  Prior to removal, documentation of
services and accommodations
attempted should be provided
Participation
in Regular  Services and accommodations include:
 Modified equipment, rules,
Education
environment, and instruction
 Human assistance
 Peer tutors, paraprofessionals,
parent volunteers
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11.  Purpose is to prepare students for active
living after graduation
 Must be included in the IEP or
Individualized Transition Program (ITP)
Transition by age 16.
Services  Some states have earlier age
requirements
 Input from the student and parents
should be included
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12.  Positive reinforcement is key
 Behavior Management Plans should be
provided to all of the student’s teachers
and should be followed exactly as
written
Behavior  There are legal guidelines for when a
Management child violates a code of conduct
 Describe the steps educators are
required to follow if the above
occurs
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13.  Dates are usually set annually
 IEPs are dated from the date goals were
Dates of accepted by the IEP team, to one year
Services later….eg. From: 09/15/07 To: 09/14/08
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14.  IDEIA no longer requires submission of an
evaluation report
 What are the implications of this
guideline?
 Assessments utilized and the results of
Evaluation those assessments must be provided
Procedures  How progress on IEP goals will be measured
 Checklists, rubrics, video clips, digital
pictures
 When progress on IEP goals will be reported
 Every six weeks, quarterly, every two
weeks, weekly electronic journal
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15.  Schools should provide their best efforts
to make the IEP process accessible and
inviting to parents. Some efforts
include:
 Providing information in the native
Parental language
Considerations  Avoiding jargon
 Soliciting and including opinions
 Schedule meetings at a convenient
time
 Report regularly on student progress
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16.  Parents
 Regular education teacher
 Special education teacher
 School administration
IEP Team  Evaluator
Members  Related service personnel
 Student
 School nurse
 Interpreter
 Community agency representatives
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17.  Include the student
 Highlight positives
 Collaborate
Successful  Provide guidelines
IEP
 Take notes
Meetings
 Listen
 Offer drinks and/or snacks
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18. Parent
Needs at IEP
Meetings
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19.  Active living after high school
 Self-determination and student personal
interests should be the center of
transition planning
 Training in the community environment
is most effective
Transition
 Community recreation activities should
be identified and task analyzed to
determine student needs for
participation and access
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20.  Websites
 PE Central
 Assessment Tips
 Assessment Guidelines
 Test of Gross Motor Development
Assessments  Test of Gross Motor Development
Rubrics
 Examples of fun activities to help
improve Gross Motor Skills
 Gross Motor Skills – PE class of
elementary school age students
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